1:02 PM1:02 PM
Function(s):
Compare and contrast
Objectives
Students will be able to
use
(topic vocabulary
or pattern)___ in order to
____(do what?)___.
Instructional Materials:
Day One
Day Two
Day Three
Day Four
Day Five
Students will be able to
use nouns and
comparative adjectives
in order to compare and
contrast zoo animals.
Students will be able to
use conjunctions but and
both in order to compare
and contrast zoo animals.
Students will be able to
use the negation in the
simple present doesn’t in
order to compare and
contrast zoo animals.
Students will be able to
use superlative adjectives
in order to compare and
contrast zoo animals.
Students will be able to
use nouns and
adjectives in order to
write a book comparing
and contrasting zoo
animals.
Nouns, Comparative
Adjectives
Conjunctions but, both
Negation doesn’t
Superlatives Adjectives
What is the similarity and
the difference between _
and _?
What is the similarity and
the difference between _
and _?
Which animal is the _?
What is the similarity and
difference between the
iguana and the tiger?
What is the similarity and
difference between the
iguana and the tiger?
I have the _ and the _.
The _ is _ the _.
The _ and _ both have _
_but the_ is...
I have the iguana and the
gecko.
The iguana is longer than
the gecko.
The iguana and gecko both
have long bodies but the
gecko is smaller than the
iguana.
The _ and _ both have _
_but
the _ doesn’t have _.
Language to Teach
Language Patterns “Mortar”
See ELD Matrix and Tab 3 Function Tools
Grammatical Forms
to help determine the
“mortar” patterns
What can you tell me
about_?
Patterns for
Prompts
Patterns for
Responses
What can you tell me about
the animals you have?
Nouns for zoo animals
from animals that can be
authentically compared:
lion/ tiger/ cheetah,
gorilla/ape/chimpanzee,
peacock/toucan/
flamingo,
iguana/gecko,
Topic Specific Vocabulary
kangaroo/koala/
“Bricks” (1.26-1.28)
panda bear/ polar bear,
otter/seal
Nouns from day 1 +
scales, bodies, fins, fur,
hair, feathers, wings, legs,
tail, claws, beaks,
whiskers, etc.
The iguana and tiger both
have long tails but the iguana
doesn’t have fur.
Verb negative doesn’t
Nouns from Day 2
Adjectives from Day 1
Conjunctions from Day 2
Conjunctions but, both
Which animal is the fastest?
Application
Using taught forms
students will write about
the similarities and
differences between two
or three animals.
The _ and the _ are both _
but the _ is the _.
The iguana and the gecko are
both fast but the cheetah is
the fastest.
Nouns from Days 1 & 2.
Adjectives from Day 1 +
Superlatives:
short-shortest,
long-longest,
slow-slowest,
fast-fastest,
small smallest
Conjunction from Day 2
Adjectives
comparatives:
shorter/longer,
slower/faster,
smaller/larger, etc.
Planning Format © E.L.Achieve/2008. All Rights Reserve
From San Diego’s 4/5 Unit 4 Cycle 2
Level:
Lesson Written by:
1:02 PM1:02 PM
more__(adj)_ than___
Instructional Sequence
Look at all of these
pictures of animals. Tell a
partner what you see and
know
Opening: Bring to Life
& State Objective
3 -6 minutes
5-7 minutes
I/We Do Instructional
& Practice Routines
Routines
8-12 minutes
You Do Structured
Independent Practice
10-15 minutes
Wrap-Up & Reflection
3 -5 minutes
Song, “Compare Contrast”
and/or “Animals/Animales”
Song, “Compare Contrast”
and/or “Animals/Animales”
Song, “Compare Contrast”
and/or “Animals/Animales”
Use an empty Venn Diagram
labeled with two animals.
Preview the language by
putting up sticky notes to
identify their similarities and
differences
Tell a riddle based on the
language frame above: fill
out the frame and then cover
the name of one of the
animals with a slip of paper
that says, “mystery animal”
so students can guess what it
is.
Say, “Name two animals that
are both__adj_. Act like it’s
a game show.
Show an example of a poof
book (or other style of book)
comparing/contrasting
animals. (See example text
for the book below.)
Use the chart to make
comparisons (see
iguana/gecko example
above.)
use the chart to make
comparissions (see
iguana/gecko example
above.)
Challenge students to repeat
entire examples (not riddles)
spoken by the teacher and
made using the chart.
Use frame to say how two
animals are similar before
highlighting one of their
differences.
Model writing a book, taking
written language from this
week’s journal entries,
riddles, and charts.
With students, use
language from the chart to
make comparisons.
Partners talk then teacher
draws name to share w/
whole group
With students, use language
from the chart to make
comparisons. Partners talk
then teacher draws name to
share w/ whole group. Play
the game called, “Or?” See
directions below.
Write a riddle as described
above with students helping.
Do several examples with the
students
Quickly make another
example book. Ask students,
“What will I do now?” as
you go through making the
model book.
Students play card game
(directions below) and use
target language to
compare animals
Students briefly play card
game to generate the
language for a journal entry.
To scaffold, give each
student the sentence frame
on a slip of paper.
Students write a riddle
Students write a sentence
based on the frame and do
“give one, get one” i.e.
walking around the room and
listening to and sharing their
sentences.
Students make books
Ticket out the door: Use
checklist to assure that
each student successfully
uses comparatives during
the lesson
Share completed journal
entry.
Share the riddles
Ticket out the door: students
written example.
Share the book.
Song, “Compare
Contrast” and/or
“Animals/Animales”
Gather record adjectives
from/with kids
I Do Instructional &
Practice Routines
Song, “Compare
Contrast” and/or
“Animals/Animales”
For ideas to design a chart, look at tab 4, instructional Routines, in Systematic ELD binder
Planning Format © E.L.Achieve/2008. All Rights Reserve
From San Diego’s 4/5 Unit 4 Cycle 2
Level:
Lesson Written by:
1:02 PM1:02 PM
Directions for day 1 card game: students have a set of animal cards face down. Player turns over two
cards. If player can use comparative adjectives to describe the two animals, player keeps the cards. If not,
player returns the cards face down. Game is over when all the cards have been claimed. Student with the
most cards wins.
Directions for day 2 game called, “Or?”: In the “We do” part of the lesson, challenge students to share a
prompted response in different ways/using different words. Prompt them by saying, “Or?” Tally a point each
time a student is able to rephrase the statement.
Example of text for book: Pages one and two The iguana and tiger both have long tails. Page 3: but the iguana
doesn’t have fur.
Directions: List target grammatical form(s) below. As you monitor target language practice, note whether student is:
The _ and the _ are both
_
but the _ is the _.
ELD Level(s): ________
Use superlative
adjectives:
___
Able to produce language independently
The _ and _ both have _
___, but the ____ doesn’t
have ____.
Language Function:
The _ and _ both ____but
the_____
Teacher:
Able to produce language using scaffolds = —
Use comparative
adjectives: The
___is____than the____.
Unable to produce language = 0
Date:
1.
2.
3.
4.
5.
6.
7.
Planning Format © E.L.Achieve/2008. All Rights Reserve
From San Diego’s 4/5 Unit 4 Cycle 2
Level:
Lesson Written by:
The _ and the _ are both
_
but the _ is the _.
ELD Level(s): ________
Use superlative
adjectives:
___
The _ and _ both have _
___, but the ____ doesn’t
have ____.
Language Function:
The _ and _ both ____but
the_____
Teacher:
Use comparative
adjectives: The
___is____than the____.
1:02 PM1:02 PM
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Planning Format © E.L.Achieve/2008. All Rights Reserve
From San Diego’s 4/5 Unit 4 Cycle 2
Level:
Lesson Written by: